Category Archives: Health and wellbeing

Post navigation

It’s easy to get caught up in all the excitement of the holidays. We can get overwhelmed with all the ads, decorations…and our children coming up with lists of “things” they want for the holidays. Let’s slow it down for a moment and reflect on what the holidays really mean to you.

How your holidays will look, sound and feel this year is up to you. You can choose what is really important and how you want to celebrate it.

Some considerations for when you’re making plans…

Spending lots of money? OR Spending lots of time with loved ones?

Most stressful time of year? OR Most meaningful time of year?

House full of decorations? OR House full of family and friends?

Giving gifts from the store? OR Giving gifts from the heart?

A time to clash with family? OR A time to build or repair relationships?

Focus on getting? OR Focus on giving?

Eating lots of food? OR Sharing lots of food?

Standing in line? OR Standing up for what you believe in?

Counting gifts? OR Counting blessings?

In thinking about our work with Developmental Relationships, let’s make some space for relationships to thrive through the holidays and all year round.

Playing was like a job for me when I was a child. I did it every day. And anywhere I went, children were playing. There were very few structured, scheduled activities. Play was just what kids did back then, no matter where we were or whom we were with. Well, until we dropped from exhaustion with a big smile on our faces…and then we slept soundly.

The United Nations has designated November 20th as National Child Day. This day is an opportunity to reflect on how we can advocate, promote and celebrate children’s rights to make Halton and the world a better place for them.

We know that play and rest are vital to positive child development, but did you know that, according to the UN Convention on the Rights of a Child, children have the right to play and rest? Just as they have the right to basic needs such as food, shelter, safety, protection and education.

Considering this, our challenge is to prioritize play and rest in our tightly-scheduled, high -stress, plugged-in world. Here are a few ideas to get you started:

PLAY

Find a place at home to keep a puzzle going for days.

Turn the music on. Maybe someone will start to dance!

Waiting for laundry to dry? Grab a Frisbee and go outside.

Teach the dog a new trick together

Leave board games out and visible.

Organize a scavenger hunt in the park.

Get down on the floor and build something (with Lego, cards, pillows or anything handy and safe).

REST

Turn lights down in the evening.

Continue a bedtime routine as children grow up.

Limit screen time in bedrooms for everyone.

Encourage short naps as needed.

Model rest, relaxation and rejuvenation.

Keep bedrooms and bedtimes stress-free.

Take your vacation time.

A child’s right to play and rest is making a comeback. Be part of the movement!

Around the Acton Early Years Committee table, making a positive difference in children’s lives is what we all want. We want young children in Acton to grow and flourish, and ultimately become successful, happy adults. We work towards this vision through the many strong partnerships around the table. Over the past four years we’ve met once a month. We’ve brainstormed, discussed, critically analyzed, grown closer, and developed supportive, mindful relationships – relationships with “heart”.

It’s important to recognize that the partners on this committee come from organizations that have their own mandates, and yet these organizations all see the tremendous value in working together to bring change for the good to the community, and to young children and their families. We’re grateful for these Halton organizations* that support their staff to participate at the Acton Early Years Committee table. The benefits from their knowledge, expertise and perspectives on child development and this community’s unique needs are invaluable. We’ve progressed from speculating on possible solutions to grounding our discussions and actions in experiential learning, best practice efforts, and strategies.

It’s easy to see how our evidence-based initiatives that support young Acton children reflect the heart and creativity of the Acton Early Years Committee:

Fine and gross motor skill activity kits that respond directly to the Early Development Initiative (EDI) vulnerabilities.

Annual Kindergarten Fun Fairs to engage with new parents and to provide necessary service support information.

Connect, Play & Learn Every Day! Messaging that speaks directly to parents.

We know it will take more time, and lots of hard work, to improve on current EDI results, but the Acton Early Years Committee is dedicated! We will use our partnerships, what we’ve learned, and our “heart” to continue to work toward addressing the underlying factors that impact young children’s developmental readiness for school – and to ensure that, in Acton, all children thrive!

Approximately 280 people attended the 2018 Acton Kindergarten Fun Fair including 89 brand, new kindergarten children!

Wonderful community partners have made the Milton Hub the success that it is today.

Partnerships are what make our outreach into the community work. The Milton Hub’s partners come from the social service sector, not-for-profit sector, the faith community, the Town of Milton, the Halton District School Board and the Halton Catholic District School Board. This amazing team of partners all share a strong interest in supporting the community and working together to better serve the children and families of Milton. This shared focus is what makes us a “backbone” community table.

Our team of Hub partners meet often to discuss programs that they themselves are running in support of the community, or to learn about programs run by other service providers. This way everyone is knowledgeable about all programs taking place in the community, so partners can better serve their cliental and avoid duplication.

A key aspect of our meetings is the resilient connections forged between agencies and partners that lead to further partnerships and potential programs. Our Kids Network and Halton agencies and organizations are unique in that a majority of agencies serving the community are so very willing to work together to identify issues. They plan and develop programs and then deliver them in unity. They are dedicated to working together rather than in their own individual funding silos. This makes for a better community for everyone – but most of all for our children, youth and families.

Crosstowne Community Church Building on Caring for the Milton Community

One of the Hub’s community partners is Crosstowne Community Church – a strong partner for many years. Each August, the Hub hosts a Backpack and Community BBQ program with Crosstowne, and this past August, we provided over fifty backpacks to children in need.

We’re excited about this November 10, when the Milton Hub will again host a winter clothing pop-up shop and coat drive in partnership with Crosstowne Church at “The Corner”, 100 Nipissing Rd., Unit 3. The focus of the pop-up and coat drive is newcomers to Milton and Canada, and community members accessing mental health support.

In the past two years, while the church organized the event, the Hub contributed its extensive community contact list to help spread the word and ensure the Hub team partner agencies let their clients know about the pop-up shop. As well, Hub partners, such as schools, helped acquire donations.

Last year’s events were well attended and many people in Milton were able to have and enjoy winter clothing that they are not able to afford.

This is only one wonderful example of the spirit of partnership at work in Milton!!

By Nikki Taylor, Senior Manager, Early Years and Family Supports, Oakville Parent-Child Centre

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

These powerful words from psychologist, teacher and author, Dr. Hiam Ginott are worthy of reflection as our children, teachers and parents head back to the school routine. While Dr. Ginott is referencing the role of teachers, I believe it is equally appropriate for anyone who has the privilege of influencing the growth and development of our children.

I was reminded of this quote after spending some time with my 7 and 10 year-old grandchildren recently. We chatted for a while and finally came around to the “getting-ready-for-school” conversation. The 7 year-old was nervously anticipating the first day as many children do, not yet knowing who her teacher or classmates would be. My oldest granddaughter explained excitedly that her teacher was new to the school, but as it turned, out she had made an assumption. Later in the day, we ran into a friend who explained that this teacher had married over the summer. She was not new to the school. I was taken aback by the instant change in my granddaughter’s demeanor – from excited and happy to quiet and thoughtful. When we were alone, I asked her about the change in her behaviour. She explained that this teacher was well known for raising her voice often. As a sensitive and empathetic child, this creates a distressing climate for my granddaughter, and she was worried. To protect her heart, I told her that when an adult behaves badly, it’s not about the children, but about the adult.

I’ m not here to judge nor condemn educators or parents. I am both, and have certainly raised my voice from time to time. We are all human after all. However, as I reflect on my own behaviour, I realize that outbursts are not a conscious choice and have little or nothing to do with others, and are more about inner feelings. Stress, in particular, hijacks our logical brain, impulse control, and self-regulation skills; leaving us under the power of our emotional brain. Did you know that children often misinterpret expressions of stress on adult faces, as anger? I can’t help but wonder what children see and how they feel as they look to each of us for understanding, support, patience, and care given the levels of stress many of us live with.

When we take care of ourselves, we are better able to care for others. What if we worked harder to create a climate for ourselves, each other, and for children, that allows us to feel secure, respected, safe and loved, rather than criticized, judged and overworked?

I hope that this short reflection will help us, as adults raising and working with children, to create a climate of acceptance, tolerance and trust for children and youth to thrive.